Applying the Multiple Dimensions of Reading Fluency to Assessment and Instruction

Autor/inn/en	Berninger, Virginia W.; Abbott, Robert D.; Trivedi, Pamala; Olson, Erin; Gould, Laura; Hiramatsu, Sandra; Holsinger, Marta; McShane, Margaret; Murphy, Heather; Norton, Jennifer; Boyd, Annie Scuilli; York Westhaggen, Susanna
Titel	Applying the Multiple Dimensions of Reading Fluency to Assessment and Instruction
Quelle	In: Journal of Psychoeducational Assessment, 28 (2010) 1, S.3-18 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282909336083
Schlagwörter	Reading Comprehension; Sentences; Silent Reading; Reading Fluency; Oral Language; Grade 4; Grade 2; Language Skills; Oral Reading; Intervention; Evaluation; Decoding (Reading); Sight Method; Individual Differences; Psychometrics; Scores; Multiple Regression Analysis; Predictor Variables; National Assessment of Educational Progress; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Leseverstehen; Sentence analysis; Satzanalyse; Stilles Lesen; Oral interpretation; Mündlicher Sprachgebrauch; School year 04; 4. Schuljahr; Schuljahr 04; School year 02; 2. Schuljahr; Schuljahr 02; Language skill; Sprachkompetenz; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Evaluierung; Dekodierung; Look-and-say method; Ganzheitsmethode; Individueller Unterschied; Psychometry; Psychometrie; Prädiktor
Abstract	In Study 1 we evaluated whether each of three kinds of reading fluency (oral, silent-sentences, silent-passages) contributed uniquely to reading comprehension when children were in second grade (when oral reading is emphasized) and again when they were in fourth grade (when silent reading is emphasized). In Study 2 we evaluated the relationship of comprehension and other reading (automatic real word and pseudoword reading) and oral language (vocabulary) skills to each of the three kinds of fluency (oral passage, silent passage rate, and silent timed sentence comprehension) at the same grade levels. Results of both studies showed that contributions vary with the three kinds of fluency, as predictors or outcomes, and grade level, consistent with the view that fluency is a multidimensional construct that has bidirectional relationships with other language skills. Implications of multidimensional fluency for assessment and instruction are discussed. (Contains 4 tables and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10